WinningStrategiesForTheACT - 2024 - SAMPLE

Online Resources
To give you a blended, interactive, and valuable learning experience, we’ve also
provided additional online resources.
The online resources include:
1. Answer Worksheets - The printable online worksheets will help you practice
writing high-scoring essays with the help of prompts in this book. They come with
a timesheet to measure the time taken to write an essay, pros and cons charts, and
separate sections to analyze, outline, and write each essay.
The answer sheets are available on our website. To access them, follow the steps below:
1. Go to www.vibrantpublishers.com
2. Click on the ‘Online Resources’ option on the Home Page
3. Login by entering your account details (or Create an Account if you don’t have one)
4. Go to the Test Prep section and click on the ‘Winning Strategies for ACT Essay
Writing: With 15 Sample Prompts’ link and access the exercises
Have fun learning!

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What experts say about this book!
“Winning Strategies For ACT Essay Writing: With 15 Sample Prompts” by Dr. Aimee
Weinstein is a deftly crafted guidebook that offers step-by-step, proven strategies for
crafting a winning ACT essay. It includes suggestions for approaching the writing task,
analyzing the issues presented, and managing time effectively. The book contains fifteen
sample prompts using the exact same format as the official ACT tests. Each prompt
includes a sample pro/con chart so students can learn to carefully plan and organize the
essay before writing.
Additionally, the book describes techniques to think through, outline, and write an
engaging introduction, impressive supporting paragraphs, and powerful conclusion. There
are recommendations for selecting a point of view and using solid evidence to support the
argument. Additionally, there is a discussion of the ACT scoring rubric and reasons for
taking the essay portion. This book is suitable for use with or without a tutor. By reading
and practicing with this text, students will gain the tools and confidence to write a high
scoring essay.
Thoroughly ‘user friendly’ in organization and presentation for analyzing each prompt,
carefully planning the essay, making a compelling argument, using the allotted time
effectively, evaluating sample essays, and increase student test taking confidence,
“Winning Strategies For ACT Essay Writing: With 15 Sample Prompts” is an ideal and
unreservedly recommended study guide and should be a part of ever school district and
community library college ACT test taking instructional reference collection.
– Midwest Book Review
Winning Strategies For ACT Essay Writing: With 15 Sample Prompts by Dr. Aimee
Weinstein is a handy manual for students who are preparing for their ACT exams. The
book provides 15 sample prompts. Once the method to approach the prompt is mastered,
the process of writing the essay will also be enjoyable. The fifteen prompts will help
students put down their thoughts and it also gives timing notes so that they can note their
actual timing while practicing. The analysis of the prompts has also been done in all the
chapters which will guide students to come up with varied perspectives and a winning
essay.
The approach to the topic is excellent and it is formatted in a way to make it easy for
students to comprehend and incorporate into their writing. The step-by-step explanations
to make the writing process effective and helpful to students makes this book a good tool to
have in their personal collection when they are preparing for their ACT exams. Writing a good
introduction, supporting paragraphs that are impressive, and a powerful conclusion can be understood
clearly once the book is read. Students will also gain confidence when it comes to writing essays. The
book has a very systematic and methodical approach to the subject.”
– Mamta Madhavan,
Readers Favourite
Winning Strategies for ACT Essay Writing: With 15 Sample Prompts is an excellent book to help
students preparing to take the ACT Essay. It gives you step-by-step instructions on everything you
need to do to ace the ACT Essay. From analyzing the question to selecting the best position to take, this
book takes you through the entire process and even gives you sample questions to help you prepare.
Invaluable.
– Carlene Morrison, Bookkeeper and Circulation Staff Supervisor,

Independence County Library
Dr. Weinstein has translated the ACT essay instruction she regularly gives to her students into a
methodical, easy-to-use guide for any student wishing to master the ACT essay. This workbook is full
of realistic ACT-style essay prompts with the classic three perspectives that take the student from clear
examples to completed essays. Later in the workbook are prompts that require more and more input
from the student; a student can employ this step-by-step approach for independent study or with the
help of a professional.
– Chinu Vasudeva, Founder & Mentor,

Doyen-Ed
Reading Aimee Weinstein’s Winning Strategies for ACT Essay Writing is like having a friendly and
knowledgeable teacher sitting across the table talking just to you. Such comfortable teaching is what
Aimee has always done in her professional career, and now she does it with her book on how to write
for the ACT. Aimee’s approach is to isolate the most important points of writing well, but her own
writing style is the magic that makes the instruction natural and easy to follow. Her explanations are
clear, well-organized, and phrased in a lively manner that teens will appreciate. Particularly helpful
are the 15 example essays with Aimee’s markings and comments. The book’s information will assist all
types of learners as the graphic charts and marked essays are effectively presented. Winning Strategies
for ACT Essay Writing will be welcomed by both students and tutors — as well as worried parents not
knowing how to help their children with the ACT.
– Cathy Colglazier, English Chair,

McLean and TJHSST
Don’t take the ACT without first reading Dr. Weinstein’s Winning Strategies for ACT Essay Writing!
This book takes you through every step of the essay writing process, including how to analyze the
question, select the best position, manage your time with precision, and finish the test with a fantastic
score. The 15 sample prompts are expertly crafted and will provide all the practice you need, whether
you’re studying on your own or working with a tutor.
– Heather Krey, Director,

Test Prep for Success
TM
TEST PREP SERIES
WINNING STRATEGIES FOR
ACT
ESSAY WRITING:
WITH 15 SAMPLE PROMPTS
2024 | FIFTH EDITION
DR. AIMEE WEINSTEIN
15 practice
prompts and essays
Step-by-step
strategies
Overview of ACT and

scoring guidelines
®
Winning Strategies For ACT Essay Writing:
With 15 Sample Prompts
Fifth Edition
© 2024, By Vibrant Publishers, USA. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system, without the prior
permission of the publisher.
Paperback ISBN-10: 1-63651-212-7

Paperback ISBN-13: 978-1-63651-212-9
E-book ISBN-10: 1-63651-213-5

E-book ISBN-13: 978-1-63651-213-6
Library of Congress Control Number: 2019948862
This publication is designed to provide accurate and authoritative information in regard to the subject matter
covered. The Author has made every effort in the preparation of this book to ensure the accuracy of the
information. However, information in this book is sold without warranty either expressed or implied. The
Author or the Publisher will not be liable for any damages caused or alleged to be caused either directly or
indirectly by this book.
Vibrant Publishers books are available at special quantity discount for sales promotions, or for use in
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Table of Contents
I About the ACT Essay 1

Introduction 2
About the Prompt 3
Formulating an Opinion 3
Approaching the Perspectives 3
Writing Paragraphs 5
Scoring 5
Ten Best Practices for Success 9
How to use this guide 10
Essay 1 Advertising in Schools 11

Analysis of the Prompt 13
Deconstruct the Argument 14
Outline 15
Sample Essay 17
Essay 2 Politics and Star Power 19

Outline 23
Sample Essay 25
Essay 3 Free-Range Kids – Who Decides? 29

Outline 33
Sample Essay 35
Essay 4 Incentives for Charitable Donations 39

Outline 43
Sample Essay 45
Essay 5 Regulating the Size of Sugary Drinks 49

Outline 53
Sample Essay 55
Essay 6 Golf: Sport or Game? 59
Outline 63
Sample Essay 65
Essay 7 “Sin” Taxes 69

Outline 73
Sample Essay 75
Essay 8 Advertising Prescription Drugs 79

Outline 83
Sample Essay 85
Essay 9 Buying Bottled Water 89

Outline 93
Sample Essay 95
Essay 10 A Computer for Every Student 99

Outline 103
Sample Essay 105
Essay 11 School Uniforms 109

Outline 113
Sample Essay 115
Essay 12 Free Tuition at State Universities 119

Outline 123
Sample Essay 125
Essay 13 Honor Codes 129
Outline 133
Sample Essay 135
Essay 14 Art Funding in Schools 139

Outline 143
Sample Essay 145
Essay 15 Traditional Books vs. Reading Devices 149

Outline 152
Sample Essay 155
Essay 16 Teachers and Debt 159
Essay 17 Zoos: yea or nay? 163
Essay 18 Car Seats for Kids’ Programming 167
Essay 19 Teacher Tenure 171
Essay 20 Pokemon Go - Friend or Foe? 175
II Solutions 179
Essay 3: Free-Range Kids - Who Decides? 180
Essay 4: Incentives for Charitable Donations 182
Essay 5: Regulating the Size of Sugary Drinks 184
Essay 6: Golf: Sport or Game? 186
Essay 7: “Sin” Taxes 188
Essay 8: Advertising Prescription Drugs 190
Essay 9: Buying Bottled Water 192
Essay 10: A Computer for Every Student 195
Essay 11: School Uniforms 198
Essay 12: Free Tuition at State Universities 201
Essay 13: Honor Codes 204
Essay 14: Art Funding in Schools 207
Essay 15: Traditional Books vs. Reading Devices 211
Dear Student/Parent/Tutor –
Thank you for purchasing Winning Strategies For ACT Essay Writing: With 15 Sample Prompts. We are
committed to publishing books that are content-rich, concise and approachable enabling more students to
read and make the fullest use of them. We hope this book provides the most enriching learning experience as
you prepare for your ACT exam.
Should you have any questions or suggestions, feel free to email us at [email protected]
Thanks again for your purchase. Good luck for your ACT!
– Vibrant Publishers Team
ACT/SAT Books in Test Prep Series
Math Practice Tests For The ACT Digital SAT Reading and
ISBN: 978-1-63651-211-2 Writing Practice Questions
ISBN: 978-1-63651-188-7
Digital SAT Math Practice Questions Practice Tests for the

ISBN: 978-1-63651-189-4 Digital SAT
ISBN: 978-1-63651-187-0
For the most updated list of books visit
www.vibrantpublishers.com
About the author
Dr. Aimee Weinstein is a writer and professor whose passion is coaching
students on how to write effective essays for college applications as well as
the ACT and SAT. She works full-time at George Mason University in Fairfax,
Virginia as a Term Assistant Professor of Humanities and Graduate Pathway
Advisor with INTO Mason. Dr. Weinstein works with the INTO Mason
Mentoring Committee and is part of the Mason Faculty Learning Community
on the Study of Teaching and Learning. She received her doctorate from the
Department of Higher Education at George Mason University where she
focused on teaching writing to second language learners via a hybrid classroom. Dr. Weinstein lived for more
than ten years in Tokyo, Japan where she taught writing at Temple University, Japan. She has held positions
at The George Washington University and Prince George’s Community College (MD), teaching classes in
various levels and genres of writing. Her previous publications include several food and travel articles in
English-language magazines in Japan. Dr. Weinstein currently lives in McLean, Virginia.
Acknowledgements
Thank you to Ethan Dixon, writer extraordinaire, who helped with the sample essays in this book. Thanks
also to intern Sakshi Ashar, who has helped us with many of the ideas that have shaped this book into its
structure of success. And lastly, thank you to my loving and tolerant family, including my two kids, who
have been through the ACT process and have been the guinea pigs of many prompts, as well as my darling
husband, Marc, who creates the environment in which I can write. I am grateful beyond measure.
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I
About the ACT Essay

2 Winning Strategies For ACT Essay Writing
Introduction
The ACT itself was developed in the mid-twentieth century as an alternative to the SAT. It is comprised
of four main sections, English, Math, Reading, and Scientific Reasoning. Traditionally it is thought of
as measuring more of what students know, rather than how they use what they know, but as time has
gone on, the focus on reasoning has increased in importance. Most colleges do not prefer one test to
the other, but still most often require students to submit scores from one or the other. Some schools are
becoming “test-optional” so that the tests are not required, but most students are still taking the tests
just in case one of their top choice universities require them. The test is offered at testing centers around
the US and abroad upwards of seven times a year. While still important, the essay section of the ACT is
indeed optional – students can take the test with or without the essay. It is up to the individual schools
to which the student is applying whether or not the essay score is required for a complete application to
that institution.
Welcome to the ACT Essay! Once you master the method of approaching the prompt, you might even
have a bit of fun with the process. The essay is based on not only formulating an opinion on a given
topic, but also on understanding and addressing various sides to an argument. The people who score
the test will look for your ability to think through a problem, understand multiple perspectives on the
problem with deep nuance, and then to explain your approach to the issue while also defending why
your idea is the best one among the multiple perspectives.
The essay is an optional section of the ACT and is taken AFTER the 3 hours of testing have taken place.
Students will have 40 minutes to read the prompt, analyze the given perspectives, formulate a response
and then write. While the ACT itself is computer-based, the essay is hand-written.
Schools have a choice whether or not to require that applicants for admission sit for the essay in addition
to the test. There is no right or wrong way; some schools see the essay as valuable while others do not.
Those schools that tend to look at the essay are looking to assess the thinking process as much as the
ability to put sentences together in a coherent format. When making decisions on whether or not to sit
for the ACT essay, it is good to have an idea of which schools you will be applying to, so you know if
you have to take the essay section. If you do not yet have a list of schools, then it behooves you to sit for
the essay section because if just one of your desired schools requires it and you have not yet taken it,
then you will have to take the entire ACT over again to engage with the essay. You cannot just sit for the
essay without taking the full exam.
When approaching this task, we strongly recommend that you PLAN your work before you write. A
general guideline is to spend 10 minutes reading the prompt and planning what you will write (along
with your Pro-Con chart deconstructing the argument – see below) and then 30 minutes actually
writing. Ideally, you would spend 25 minutes writing and 5 minutes checking over your work, but most
students cannot manage their time that closely. Do give it a try though!
ACT Essay www.vibrantpublishers.com

About the ACT Essay 3
About the Prompt
The ACT essay prompt is generally a paragraph about some sort of social issue. It can range from
computers taking over jobs, to the pros and cons of owning a pet. The essay is designed for students
to show how they think through an issue and explain how they arrived at their ideas. While issues
generally have two sides to them – pro and con, the ACT essay requires more nuance than that.
The prompt offers three perspectives, two of which are normally very closely related to each other.
The prompt and the perspectives could be addressing a very small part of a larger issue or it could be
combining issues in creative ways. For example, an essay might not be just asking students to take a side
on whether it’s good to recycle or not, but rather, might require students to think about whether or not
it is economically feasible to recycle in most cities. The perspectives will offer ideas on the sides of an
issue, which is great when an issue arises that a student has not considered before, but then the student
still has to arrive at his or her own approach to the problem. Often, it’s easiest to agree with one of the
perspectives and to refute the other, but sometimes there’s a way to combine the perspectives into a
new, coherent argument to address the problem.
Formulating an Opinion
There are many ways to formulate an opinion, and as a student, you are just learning to think through
problems to arrive at the best idea possible for you personally. The graders of the ACT essay do not
grade you on the validity of your opinion, rather your ability to describe it, provide details about it and
defend it. When approaching this essay task, you have a limited time to think through the problem,
outline the essay, and then write it, so you need to practice creating opinions. Read newspaper articles
and see what you think; examine your own ideas; talk to friends and family members about issues; do
anything you can to practice deciding what you think and coming down on one side of an argument.
Luckily the way the prompts are written with three perspectives included, you will be able to choose
one to defend most fully while still addressing the others (without using the words “in perspective one.. in
perspective two…!!) so you can make a choice right there during the test. Defend the perspective that
most fully aligns with your point of view because you will be more successful if you believe in what
you’re writing.
Approaching the Perspectives/Planning the essay
You might be asking, if there are two sides to any issue, then why does the ACT essay present three
perspectives? Good question. One answer is that it helps students to see the nuances and thoughts
www.vibrantpublishers.com ACT Essay

surrounding the issue. Another answer is that the three perspectives help students formulate some sort
of middle-ground opinion. But really what students must do first, before anything else, is understand
what the prompt is really asking so they can Deconstruct the Argument.
The first step in approaching the prompt is to figure out what the prompt is really asking. For example,
if the example prompt gives a whole paragraph on the economics of recycling, students should think
about the intersection of money and environmentalism, and no matter what the THREE perspectives
look like, they should find the simple, two sides of the issue before doing anything else.
Deconstruct the Argument – figure out what the prompt is really asking. So, the sides of the issue might
look like this:
Pros: recycling cans and bottles in a city of a million people makes sound economic sense due to the
reduction of greenhouse gases and the creation of a cleaner city.
Cons: recycling cans and bottles costs a city more money in waste removal and storage than the savings
it engenders.
I would urge students to actually make a Pro-Con chart on their papers before they start writing. Like
this:
PROS
Recycling cans and bottles Recycling cans and bottles

costs more makes economic sense
1. Reason #1 1. Reason #1
CONS

Writing Paragraphs
The “reasons” in the Pro-Con chart above then morph into your paragraphs. A sample outline might
look like this:
Paragraph 1: Introduction, including thesis statement taking one of the sides

Paragraph 2: Your side of the argument including one of the reasons and examples
Paragraph 3: Another reason your side of the argument is correct, including examples
Paragraph 4: The other side of the argument – counter-argument including several examples
Paragraph 5: Conclusion
Best practice Tip: Before you begin writing, make the Pro-Con chart where you deconstruct the
argument, then write your thesis statement. If you have time, jot down a few words of what will go into
each paragraph. THEN begin writing. The thinking and planning might take a full ten minutes of your
forty minutes, but that is okay because putting in that effort upfront will ensure that the other thirty
minutes will be well-used.
Scoring
The ACT essay is scored out of 12 points. The ACT specially trains graders and each essay is graded
by two people. Each one gives a score of 1-6 in four categories: ideas and analysis, development and
support, organization, and language use. There is a total score of 12 possible points for each category.
These category scores are then averaged into a total score out of 12.
The graders take care when scoring the essays to ensure that their categories are fully met. In the
category of language usage, the graders expect good grammar, strong vocabulary and varied sentences.
The ideas and analysis mostly measures a student’s ability to approach the prompt and formulate
the opinion. Success in the category of organization depends on students creating strong, unified
paragraphs that focus on one point – analyzing and thinking through it fully before moving on to the
next paragraph and the next idea. Most often students have the most trouble with the development and
support category because in order to be successful, students must truly drill down into the topic and
provide details as to why their point of view is valid. The details of the explanations are crucial to the
success of the paragraphs – be as specific as possible with explanations and specifics.

For more details, please see the official ACT essay scoring rubric which is included as under:
Ideas and Development and

Organization Language Use
Analysis Support
Score 6: The writer generates Development of The response The use of language
an argument that ideas and support for exhibits a skillful enhances the
Responses at critically engages with claims deepen insight organizational argument. Word
this scorepoint multiple perspectives and broaden context. strategy. The choice is skillful and
demonstrate on the given issue. An integrated line response is unified precise. Sentence
effective skill The argument’s thesis of skillful reasoning by a controlling idea structures are
in writing an reflects nuance and and illustration or purpose, and a consistent, varied,
argumentative precision in thought effectively bolster logical progression and clear. Stylistic
essay. and purpose. The ideas and conveys of ideas increases and register choices,
argument establishes the significance the effectiveness including voice and
and employs an of the argument. of the writer’s tone, are strategic
insightful context for Qualifications and argument. Transitions and effective. While
analysis of the issue complications enrich between and a few minor errors
and its perspectives. and bolster ideas and within paragraphs in grammar, usage,
The analysis examines analysis. strengthen the and mechanics
implications, relationships among may be present,
complexities and ideas. they do not impede
tensions, and/or understanding.
underlying values
and assumptions.
Score 5: The writer generates Development of The response The use of language
an argument that ideas and support exhibits a productive works in service of
Responses at productively engages for claims deepen organizational the argument. Word
this scorepoint with multiple understanding. A strategy. The response choice is precise.
demonstrate perspectives on the mostly integrated is mostly unified by Sentence structures
well-developed given issue. The line of purposeful a controlling idea or are clear and varied
skill in writing argument’s thesis reasoning and purpose, and a logical often. Stylistic and
an argumentative reflects precision in illustration sequencing of ideas register choices,
essay. thought and purpose. capably conveys contributes to the including voice and
The argument the significance effectiveness of the tone, are purposeful
establishes and of the argument. argument. Transitions and productive.
employs a thoughtful Qualifications and between and While minor errors
context for analysis complications enrich within paragraphs in grammar, usage,
of the issue and its ideas and analysis. consistently clarify and mechanics
perspectives. The the relationships may be present,
analysis addresses among ideas. they do not impede
implications, understanding.
complexities and
tensions, and/or
underlying values
and assumptions.
Credit: https://www.act.org/content/dam/act/unsecured/documents/Writing-Test-Scoring-Rubric.pdf
(continued)


Analysis Support
Score 4: The writer generates Development of The response exhibits The use of language
an argument that ideas and support a clear organizational conveys the argument
Responses at engages with multiple for claims clarify strategy. The overall with clarity. Word
this scorepoint perspectives on the meaning and shape of the response choice is adequate
demonstrate given issue. The purpose. Lines of reflects an emergent and sometimes
adequate skill argument’s thesis clear reasoning controlling idea or precise. Sentence
in writing an reflects clarity in and illustration purpose. Ideas are structures are clear
argumentative thought and purpose. adequately convey logically grouped and demonstrate
essay. The argument the significance and sequenced. some variety. Stylistic
establishes and of the argument. Transitions and register choices,
employs a relevant Qualifications and between and within including voice and
context for analysis complications extend paragraphs clarify the tone, are appropriate
of the issue and its ideas and analysis. relationships among for the rhetorical
perspectives. The ideas. purpose. While
analysis recognizes errors in grammar,
implications, usage, and mechanics
complexities and are present, they
tensions, and/or rarely impede
underlying values understanding.
and assumptions.
Score 3: The writer generates Development of The response exhibits The use of language
an argument that ideas and support a basic organizational is basic and only
Responses at responds to multiple for claims are mostly structure. The somewhat clear.
this scorepoint perspectives on relevant but are response largely Word choice
demonstrate some the given issue. overly general or coheres, with most is general and
developing skill The argument’s simplistic. Reasoning ideas logically occasionally
in writing an thesis reflects some and illustration grouped. Transitions imprecise. Sentence
argumentative clarity in thought largely clarify the between and structures are usually
essay. and purpose. The argument but may be within paragraphs clear but show little
argument establishes somewhat repetitious sometimes clarify the variety. Stylistic and
a limited or tangential or imprecise. relationships among register choices,
context for analysis ideas. including voice and
of the issue and its tone, are not always
perspectives. Analysis appropriate for the
is simplistic or rhetorical purpose.
somewhat unclear. Distracting errors
in grammar, usage,
and mechanics
may be present,
but they generally
do not impede
understanding.
(continued)


Analysis Support
Score 2: The writer generates Development of The response exhibits The use of language is
an argument that ideas and support a rudimentary inconsistent and often
Responses at weakly responds to for claims are organizational unclear. Word choice
this scorepoint multiple perspectives weak, confused, or structure. The is rudimentary and
demonstrate weak on the given issue. disjointed. Reasoning grouping of ideas is frequently imprecise.
or inconsistent The argument’s and illustration are inconsistent and often Sentence structures
skill in writing thesis, if evident, inadequate, illogical, unclear. Transitions are sometimes
an argumentative reflects little clarity in or circular, and fail between and within unclear. Stylistic
essay. thought and purpose. to fully clarify the paragraphs are and register choices,
Attempts at analysis argument. misleading or poorly including voice and
are incomplete, formed. tone, are inconsistent
largely irrelevant, and are not always
or consist primarily appropriate for the
of restatement of rhetorical purpose.
the issue and its Distracting errors
perspectives. in grammar, usage,
and mechanics are
present, and they
sometimes impede
understanding.
Score 1: The writer fails to Ideas lack The response The use of language
generate an argument development and does not exhibit fails to demonstrate
Responses at that responds claims lack support. an organizational skill in responding
this scorepoint intelligibly to the Reasoning and structure. There is to the task. Word
demonstrate task. The writer’s illustration are little grouping of choice is imprecise
little or no skill intentions are difficult unclear, incoherent, ideas. When present, and often difficult
in writing an to discern. Attempts or largely absent. transitional devices to comprehend.
argumentative at analysis are unclear fail to connect ideas. Sentence structures
essay. or irrelevant. are often unclear.
Stylistic and register
choices are difficult
to identify. Errors
in grammar, usage,
and mechanics
are pervasive
and often impede
understanding.

Ten Best Practices for Success
Your thesis is the road map to the essay – be sure it is

Thesis 1
clear and specific
Sentence Be sure to use strong, clear verbs, not passive

2
Construction constructions
Handwriting 3 Use your very best penmanship
Analyze all points fully – give an example that proves the

Analysis 4
point and then show how and why it proves your point.
Be sure to include a counter-argument paragraph so the

Counter- 5 graders know that you can think through the nuance of
Argument
an issue
Have a strong conclusion even if it looks very similar to

Conclusion 6
the introduction
Topic 7 Use clear, specific topic sentences to lay out your claim at
Sentence the top of each paragraph
Use good grammar and punctuation and other writing

Grammar 8
conventions
Flow of
9 Transition smoothly between paragraphs
Thoughts
Be creative yet logical in your proof and argumentation.

Support 10 Convince your readers that your perspective is the only
valid one.

How to use this guide
This ACT essay guide is for use by both individual students and tutors with their students. After you
read through this introduction, you will see that we have written fifteen prompts and have them solved.
For the first two prompts, we have suggestions for writing with the prompts on the same pages. These
suggestions are meant to help students learn to not only write the main points of the essay, but to also
incorporate the essential details necessary to explain those points and help the reader fully understand
the writer’s intentions. You should study these details and then use the ideas for every essay going
forward.
For the following prompts, we put more and more information about the approaches to the prompts
in the Solutions section at the end of the book instead of right with the prompts themselves so students
have a chance to think through their responses before seeing the answers laid out right in front of them.
This format will give you a way to practice writing your topic sentences and details so you can become
proficient at it by the time you work on the 15th prompt.
The goal of this book is to help students learn to solve the problems – think through the essay responses
– by themselves, but if they need the help, it is available in the Solutions section. There is an explanation
of the best way to approach and “solve” the prompts – and write the essay – for fifteen prompts. The
authors have made significant suggestions on the best way to go about thinking through the problems
and we hope by the time the students have gone through all fifteen prompts that they will see the
patterns and requirements of the essay for themselves so that the method can be easily translated to any
prompt the student receives on the actual test.
Also, for fifteen prompts we have included sample essays in response to those prompts. These sample
essays are our best efforts and putting the thoughts into practice. Hopefully, you will be able to study
them and learn what we feel is the best way to put the words around the important ideas you must
explain.
One note about timing for the essay section of the ACT: you have 40 minutes total to complete it. You
will want to spend at least 5-10 minutes planning your essay – thinking through and writing your
deconstruction of the prompt, and your thesis. Then you should write your topic sentences in response
to those details. THEN you can begin your essay with about 30 minutes to go. If all goes well, you can
spare the last two minutes to proofread a little bit before finishing. This book has timing notes at the
start so you can see the suggested timing and then note your actual timing as you practice.
For the e-edition of this book, the Planning sheets and Answer sheets are available for download from
the product page of this book on www.vibrantpublishers.com. They may be printed and used by
students to work through their approach to each essay prompt and to finally write the essay.
Lastly, we have included five more prompts that do not have explanations or sample essays so that the
students can test what they have learned throughout the book. Good luck and enjoy the process!

ESSAY 1
Advertising in
Schools
Analysis Solved
Deconstruct Solved
Outline Solved
Sample Essay Solved
Reading time Planning time Writing time
Recommended 5 mins 5 mins 30 mins
Actual __________ __________ __________

Advertising in Schools
Many public high schools in the U.S. are looking to increase funds for special programs, sporting events
and other activities. One solution some school districts have supported is allowing companies to place
advertisements around the campus. Some schools allow local businesses to place banners along the
fences of the football fields. Some academic institutions might have advertising boards in the front
hallway of the school buildings or even advertisements running along the side of the school or even
announcements on strategically placed screens throughout the buildings. Regardless of where the ads
are placed, some people feel that students should not be seeing outside advertising during their school
day. The local businesses might be advertising products or services that parents do not support or do
not want their children exposed to. However, if the students need a product or service that has been
advertised in the school, they would be more likely to support a company that supports their school. If
the underlying purpose of the advertisements is to generate revenue for the school, what is the real harm
in allowing the businesses to promote their products?
Read and carefully consider these perspectives. Each suggests a particular way of thinking about
including advertisements in school environments.
Perspective One Perspective Two Perspective Three
Advertising does not School districts have a right School districts should
belong in schools. It to obtain funding wherever poll their parent
distracts students from they can so they should vet populations and decide
learning, and they might businesses based on their whether or not raising
be exposed to products student population and funds via advertising is a
or services their parents accept funding from them good idea. If the parents
would not support. If the in order to keep specialized decide against such
school district cannot rely programs moving forward measures, then it would
on government funding and even implement new be up to those parents
or parent contributions, programs. to secure funding for
then any potential new specialized programs.
program should be cut.
ESSAY 1 www.vibrantpublishers.com
Advertising in Schools 13
Essay Task
Write a unified, coherent essay about advertising in schools. In your essay, be sure to:
● Clearly state your own perspective on the issue and analyze the relationship
between your perspective and at least one other perspective
● Develop and support your ideas with reasoning and examples
● Organize your ideas clearly and logically
● Communicate your ideas effectively in standard written English
Your perspective may be in full agreement with any of those given, in partial agreement or
completely different.
ANALYSIS OF THE PROMPT
What is this prompt really asking?
What really matters here is whether or not the student is seeing advertisements in school, regardless
of whether it is on the football field or in the middle of the school hallway. The thing to keep in mind
is the nuance of the perspectives. While the prompt is straightforward, it is also asking WHO should
be the decision-maker in this instance.
● Should parents have a say in what their children see daily?

● Does an advertisement in a high school from a local business promote a sense of community?
These are the side issues to consider when creating your Pro-Con chart to deconstruct the argument.
www.vibrantpublishers.com ESSAY 1
DECONSTRUCT THE ARGUMENT
PROS
Schools Can Show Schools Should Not

Advertisements. Have Ads.
1. The money schools raise 1. The ads might be for products

from ads is crucial to funding or services that are not good/
programs and events. healthy for students.
2. The local businesses that 2. The ads might be for products

support the schools create or services the parents do not
community morale. support.
3. If students need a product or 3. The ad revenue might go to

service advertised in school, then programs or events the school
they can support businesses that does not actually need.
support their school.
CONS
From here, you should write a thesis statement that looks something like this:
“Allowing local businesses to advertise their products and services in schools is a

good way to generate revenue for the school but parents should have a say in deciding
precisely which companies get to market to their children.”
OUTLINE
Introduction and thesis statement
Paragraph 1
Tip: Hook with a comment about football or watching something
on a screen in a school.
Topic sentence
The money schools raise from ads is crucial to funding programs and events.
Paragraph 2
Tip: Schools with underprivileged populations need extra funding and this
is one way to help get it – mention specific clubs like the Model U.N. club
that wants to travel or badly needed new band uniforms.
Topic sentence
If students need a product or service advertised in school then they could
Paragraph 3
support businesses that support their school.
Tip: Be as specific as possible! Perhaps the local hardware store advertises
in the school so if a parent needs something, they will frequent that
particular shop that supports the school.
Counter argument topic sentence

While advertising in schools generates revenue, it can also promote products
Paragraph 4
that parents are not comfortable exposing their children to, so parents of
students in the school should vote on whether the product is appropriate or not.
Tip: Continue to be specific – some parents do not want their children
to see ads for sugary sodas, but the school receives money from drink
companies, so they place the ads. The money is too good to turn down, but
parents might be upset.
Conclusion and re-statement of thesis

Tip: Be sure to use different wording for the thesis statement and conclude
Paragraph 5
strongly with your ideas for the topic or future directions.
This essay can easily be written from either perspective or using different
examples. The key here is to focus on the argument you have deconstructed
so you can stay focused on one idea per paragraph and be organized. Each
paragraph should have one to two examples and each example should be
analyzed to connect it to the topic sentence or even the thesis statement before
transitioning to the next paragraph.
SAMPLE ESSAY
Advertising in Schools
Sometimes people drive past high schools and notice big banners hanging from
the fences surrounding the school. Some of them promote the school and various
clubs and athletic events, but some of them are advertisements for businesses.
Introduction
The schools raise money by allowing certain ads not only facing the outside of the
and thesis
school, but also inside where students are intimately exposed to their messages. statement
Allowing local businesses to advertise their products and services in schools is
a good way to generate revenue for the school but parents should have a say in
deciding precisely which companies get to market to their children.”
The money schools raise from ads is crucial to funding programs and events.
Even the wealthiest school districts in the U.S. could use more funding; everyone
always wants to do more and have more. They key is schools in underprivileged
areas of the country; in those places the revenue raised by allowing ads in
school allows the band to have new uniforms, the Model U.N. club to travel to a
Supporting
conference and maybe even for the bleachers on the football field to be repaired. Paragraph:
These are things that the Federal and State money does not fund because they Example 1
are often labeled as “extras” that the school doesn’t need per se but adds to the
atmosphere of the community. If the school did not use advertising revenue for
these extras, then the parents might have to give money to the school, which
is often not an option in already tight family budgets. Advertising revenue is
important to the school for the little extras that make a school into a community.
The community aspect plays into the particular businesses that are allowed to
advertise in the schools because often they are local businesses. If students need
a product or service advertised in school, then they could support businesses
that support their school. In the local town where we live, a small, family-owned Supporting
Paragraph:
hardware shop pays to have a banner on the football field as well as a small ad in
More
the school newspaper. Students become intimately familiar with the name of the examples
store and if the student or their parents need something hardware related, they
are more likely to stop at the small store rather than find a big-box shop that does
not advertise in their school and take part in the community.
On the flip side, while advertising in schools generates revenue, it can also
promote products that parents are not comfortable exposing their children to,
so parents of students in the school should at least have input on whether the
Counter product is appropriate or not. Some schools allow advertisements for soda or
Argument other sugary products that parents do not want their children to see, so perhaps
with
parents could have some sort of vote on what constitutes appropriate content.
examples
There will always be disagreement and some things are subject to taste, but if
everyone keeps in mind the goal of generating revenue for the students, then it
should be fine for parents to comment on what is advertised and where in the
school.
Allowing businesses, particularly local ones, to advertise in schools has the

potential to raise revenue to fund crucial programs as well as create a sense
Conclusion of community within the school. If parents are allowed to comment on the
content their children see daily then raising revenue from outside the school and
government should be a great way to support our students.

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TEST PREP SERIES

WINNING STRATEGIES FOR

2024 | FIFTH EDITION

DR. AIMEE WEINSTEIN

Overview of ACT and

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I About the ACT Essay 1

Essay 1 Advertising in Schools 11

Essay 2 Politics and Star Power 19

Essay 3 Free-Range Kids – Who Decides? 29

Essay 4 Incentives for Charitable Donations 39

Essay 5 Regulating the Size of Sugary Drinks 49

Essay 7 “Sin” Taxes 69

Essay 8 Advertising Prescription Drugs 79

Essay 9 Buying Bottled Water 89

Essay 10 A Computer for Every Student 99

Essay 11 School Uniforms 109

Essay 12 Free Tuition at State Universities 119

Essay 14 Art Funding in Schools 139

Essay 15 Traditional Books vs. Reading Devices 149

Essay 16 Teachers and Debt 159

Essay 17 Zoos: yea or nay? 163

Essay 18 Car Seats for Kids’ Programming 167

Essay 19 Teacher Tenure 171

Essay 20 Pokemon Go - Friend or Foe? 175

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